Learning Instrument Research Articles

Predicting Chronic Liver Disease and Jaundice Detection an Integrated Approach Using Statistical Feature Extraction and Machine Learning Algorithms

An important health concern with chronic liver disease is early identification, which is essential for management and therapy. This work suggests an integrated method to identify tattoo-induced jaundice and forecast chronic liver disease by combining statistical feature extraction with machine learning techniques. First, we use statistical techniques based on projections to extract pertinent aspects from patient data, such as test results and clinical markers. We then use Artificial Neural Networks (ANN), KNN, and Naive Bayes to categorize individuals according to the probability that they have chronic liver illness and to pinpoint jaundice episodes associated with tattooing. The KNN technique offers interpretability, managing categorical data is made simple by Naive Bayes, and complicated patterns are captured by ANN using layers of neural networks. These models' performance is assessed using the following metrics: F1 score, recall, accuracy, and precision. Our research aims to improve prediction accuracy and offer practical advice for early diagnosis and individualized treatment plans. By utilizing advanced data analysis and machine learning instruments, the integrated strategy shows promise in enhancing healthcare outcomes.

Effect of stress on study skills self-efficacy in Nursing students: the chain mediating role of general self-efficacy and self-directed learning.

The purpose of the study is to explore the current level of nursing students' study skills self-efficacy, and whether general self-efficacy and self-directed learning ability mediate the relationship between perceived stress (including positive stress and negative stress) and study skills self-efficacy. The survey was conducted among 1,289 nursing students including 795 students from Jinzhou Medical University and 494 students from Dalian University. Participants completed a self-designed questionnaire, which included the Study Skills Self-Efficacy Scale, Perceived Stress Scale, General Self-Efficacy Scale, Self-Directed Learning Instrument, gender, age, academic year, and other demographic characteristics. Descriptive analysis, independent-samples t-test, one-way analysis of variance, Pearson correlation analyses, and the bootstrap method were used for data analysis. Positive stress significantly positively predicted students' study skills self-efficacy, with an effect size of 0.686. Moreover, general self-efficacy and self-directed learning mediate the relationship between positive stress and study skills self-efficacy in nursing students, with effect sizes of 0.235 and 0.245, respectively. The direct effect of negative pressure on students' study skills self-efficacy is not statistically significant, but it has a significant negative predictive effect on study skills self-efficacy under the mediation of general self-efficacy and self-directed learning, with effect sizes of -0.337 and -0.238, respectively. This study explains how stress affects students' study skills self-efficacy, and the results have certain enlightenment significance for improving the stress management ability and study skills self-efficacy of college students in the future.

Validity Profile and Practically Biological Teaching Structures Based on Local Potenties BIOLA PJBL High Level and Enrichment Program

Biology based on local potential Bioecology (BIOLA) PjBL High Level, is a promoter of a valid and practical enrichment program for SMAN pupils in Saparua Island. Products were developed in the form of RPPs, teaching materials, and Students Project Activity Sheets (LAPPD). This research includes a type of research and development that refers to a modified 4D development model that has three phases: (1) define, (2) design, and (3) develop. Research instruments use validation lifts and practicality lifts. Validation of learning instruments using a validation lift evaluated by four instruments expert validators consisting of two lecturers and two practitioners namely Biology subjects teachers. The practicality test of the learning instruments was evaluated using the response lift by the teacher and the pupil and the implementation of learning process by the teacher as an observer. The method used is descriptive statistics to obtain averages and percentages. The results of the validity analysis of the learning instruments using the Ideal Baku deviation (SBI), showing a rating of 3.93 with a very good category. Results of the analysis of implementation of the PJBL high level Biola instruments in the learning process by the observer and student responses in sequence showed 91% and 89.20% with the very practical category. So, it can be concluded that the BIOLA-PjBL High Level based biology learning instruments that has been developed is valid and practical for use as well as useful for teachers and pupils. Keywords: Innovative teaching instruments, local potential, bioecology, PJBL High Level, enrichment program

The effectiveness of immersive virtual reality applications (human anatomy) on self-directed learning competencies among undergraduate nursing students: A cross-sectional study.

Technological developments have significantly impacted various aspects of life, most notably healthcare and education. A nursing education shift was required to prepare digital generation. Consequently, nurse educators must adopt innovative approaches to teaching and learning, like incorporating immersive virtual reality (VR) into human anatomy courses to improve students' learning. To examine the influence of immersive VR applications (human anatomy) on self-directed learning (SDL) competencies among undergraduate nursing students. A cross-sectional design was conducted in the health profession's faculty at Al-Quds University among the first year of the nursing program, who were enrolled in an anatomy course (N = 137). The Self-Directed Learning Instrument was used, and independent sample t-tests were conducted to compare the level of SDL among students who utilized the VR application (Human Anatomy VR). The results showed that 93.9% of the total were approximately 20 years old, and 85.4% were females. 90.5% of participants expressed satisfaction with using the VR application and that it would be beneficial in nursing courses. The average score of SDL for the whole group was 72.03 ± 13.07, and there is a positive significant relationship between SDL and students utilizing VR (p < 0.001), between SDL competencies and technological skills (p = 0.009), and type of digital tools (p = 0.049). The highest coefficient of correlation was related to planning and self-monitoring (r = 0.918), and the lowest was related to interpersonal communications (r = 0.865). VR is an additional tool for enhancing learning, and nursing students perceive immersive VR technologies positively and prefer using three-dimensional images in their anatomy courses. SDL assists students in identifying learning objectives, barriers, and outcomes through using VR technologies as teaching strategies.

Students’ beliefs about language learning: a study of university students’ beliefs about learning English as a foreign language

This study explores students’ beliefs about learning English as a foreign language (EFL). The participants in this study were students at International University of Sarajevo, Bosnia and Herzegovina, where English is the formal language of instruction. The research adapted the questionnaire from Horwitz’s (1987) Beliefs About Language Learning Instrument (BALLI), which was filled in by 157 students. In the process of developing the research objectives and research questions, the following determinants were examined: the difficulty of language learning, the foreign language aptitude, the nature of language learning, learning strategies and communication strategies, and motivations and expectations. After testing the determinants, results indicate that students’ beliefs about language have an impact on their learning process. Therefore, this paper argues for the need to address students’ beliefs about language learning and highlights the teacher’s role in raising university students’ awareness of these issues. /Keywords: language learning, students’ beliefs, EFL

Development of a questionnaire on high school teachers' perceptions of differentiated learning in schools

Differentiated learning is an approach that adapts to each student's learning needs. Teachers provide facilities that suit students' individual needs, bearing in mind that each student has unique characteristics and cannot be treated uniformly. This article aims to provide a deeper understanding of learning differentiation and explore teachers' perceptions regarding its implementation in the classroom. The results of interview research show that the purpose of differentiated learning is to coordinate learning by paying attention to students' interests, readiness and learning preferences. This aims to help all students achieve learning goals, increase motivation and learning outcomes, and establish a harmonious relationship between teachers and students, so that students are more enthusiastic about learning. In conclusion, differentiated learning gives students the opportunity to learn naturally and efficiently with the help of teachers who are able to combine the required methods and approaches. There are several obstacles that arise, such as limited facilities and infrastructure that support the differentiated learning process, teachers need time to prepare learning instruments, appropriate methods and appropriate media, implementing differentiated learning requires relatively high costs and teachers must have good classroom management skills.

Applying team-based learning combined with empathy map to improve self-directed learning skills

BackgroundLifelong learning is essential for cultivating conscientious nurses. Because self-directed learning is significantly correlated with lifelong learning, it is necessary to enhance nursing students’ self-directed learning skills after graduation. This study examined the effectiveness of an integrated team-based learning and empathy mapping teaching strategy in a Psychiatric Nursing course for enhancing students’ self-directed learning skills and academic performance.MethodsA quasi-experimental design was used. The subjects of the study were 89 third-year nursing students who enrolled in a course on Psychiatric Nursing. Data were collected from September 22, 2021 to January 31, 2022. The participants were recruited using purposive sampling and divided into experimental group and control group. The pre- and post-test learning outcomes of nursing students were evaluated with the Self-Directed Learning Instrument (SDLI).ResultsThe experimental group performed significantly better than the control group on the dimensions of “identifying learning resources,” “monitoring learning progress,” and “interpersonal communication,” (p < .05) as revealed by the results. Additionally, the students enhanced their self-directed learning skills (p = .038) and academic performance (p < .001).ConclusionsThe integrated team-based learning and empathy mapping teaching strategy significantly enhanced the self-directed learning skills and academic performance of nursing students.

B - 115 How Training Conditions Impact Performance on a Theoretically-Derived Learning Instrument

Abstract Objective Few neuropsychological measures were developed using an explicit theory that accounts for individual performance. We developed a novel associative learning measure to address this limitation and investigated whether training conditions could influence accuracy and response time. Methods Fifty young, community-dwelling adult participants completed the novel relational learning task, which explicitly trained two stimulus pairs (A- &amp;gt; B, A- &amp;gt; C) and involved a single common stimulus. Participants identify six unique relationships between stimuli: trained relations (A- &amp;gt; B, A- &amp;gt; C), mutually entailed relations (B- &amp;gt; A, C- &amp;gt; A), and combinatorial relations (B- &amp;gt; C, C- &amp;gt; B). Participants were randomly assigned to a congruent (A is opposite B, A is opposite C) or incongruent (A is opposite B, B is the same as C) training condition and completed the procedure when stimuli were observably (e.g., color-coded shapes) or arbitrarily related (e.g., letters). Results Comparisons of accuracy between training conditions using Bayesian independent samples t-tests found moderate evidence of no reliable difference between training groups when stimuli were observably related (BF01 = 3.4, δ = 0.06) and arbitrarily related (BF01 = 3.5, δ = 0.03). Comparisons of response time found strong evidence that participants took longer to identify relations when receiving incongruent training when the stimuli were visually related (BF10 = 38.8, δ = 0.9) but inconclusive evidence when the stimuli were arbitrarily related (BF10 = 1.5, δ = 0.49) (See Table 1). Conclusion These findings suggest that manipulating training conditions does not appreciably impact the ability to identify relationships between stimuli accurately. However, training appears to increase the response time needed to identify visibly related stimuli accurately. While this is a promising theoretically-derived learning paradigm, further research is required for validation in clinical practice.

Learning while Walking the Streets of Rayong: Combining Linguistic Landscape and Language Awareness through Action Research with Children

This paper presents the outcomes of an action research study that implemented a linguistic landscape (LL) unit as an English language learning activity at the secondary school level in Rayong, Thailand. The theoretical framework employed in this study draws upon Lefebvre’s (1991) conceptualization of space, adapted for pedagogical purposes as explained by Malinowski (2015). The study places particular emphasis on cultivating students' awareness of the LL in their neighborhood throughout a six-week instructional session. The instructional activities were designed to investigate the potential of LL in enhancing English language acquisition and promoting cultural sensitivity. Data collection involved the utilization of questionnaires and on-site observations. Two main conclusions may be drawn from the action research project's findings. First of all, the students showed signs of a greater sense of familiarity with their neighborhood, which suggests that they are more aware of the LL around them and that they understand LL to be a useful instrument for language learning. Secondly, the students identified a discrepancy between the LL of Rayong and the city’s vibrant economic activity as well as its diverse ethnic and linguistic composition, suggesting that the existing LL does not adequately reflect these dynamic facets of the city.

The language teacher’s sidekick: harnessing comics to motivate learners

ABSTRACT Comics have historically been looked down upon, particularly as instruments of learning and instruction. The general emphasis, even in the context of second and foreign language (L2) instruction, is usually placed upon more traditional novels and other works of fiction lacking in any visual aspect; where pictures are used, they are usually limited to lists of vocabulary words or worksheets. Despite this, research shows that comics and visual novels are uniquely suited for use in the language classroom due to their positive correlation with intrinsic reader motivation. Incorporating them effectively into the language classroom causes students to be more engaged, which increases their motivation and leads to better overall results. This paper provides a brief analysis of the benefits using comics can bring and presents several use cases for review.

Development of an Environment-Based Critical Thinking Skills Test Instrument for Class VII Middle School Science Learning

This research developed an environment-based critical thinking skills test instrument for science learning in class VII middle school to answer the problem of students' low critical thinking skills in Indonesia. The aim of the research is to produce a valid and reliable instrument to measure students' critical thinking skills in an environmental context. The research method uses the ADDIE development model with a pre-experimental design (one group pretest-posttest). Research findings show that the instrument developed has high validity and reliability and is able to significantly improve students' critical thinking skills. The conclusion of this research is that environment-based test instruments are effective in measuring and improving students' critical thinking skills. The implications of this research show the importance of integrating environmental issues in learning modules to improve the quality of science education in Indonesia.

Pemberdayaan Kelompok Guru dalam Membuat Instrumen Pembelajaran Berdiferensiasi

Empowering groups of teachers in creating differentiated learning instruments can provide effective and meaningful learning experiences for each student, considering differences in abilities, learning speed, interests, learning styles and communication styles of each student. With differentiated learning, teachers can accommodate the needs of students who differ between individuals, which has implications for creating equal rights for students in the classroom during learning. The urgency of empowering this group of teachers is that each teacher must be able to apply differentiated learning in the classroom so that students can reach their maximum potential and be motivated in the learning process.

Development and Assessment of Digital Pedagogy Competency Instrument for Teaching and Learning: A Needs Analysis

Development and Assessment of Digital Pedagogy Competency Instrument for Teaching and Learning: A Needs Analysis

Effect of Physics Inquiry Learning with Low-cost Experiment Tool on Students’ Problem-solving Skills and Self-efficacy

The low problem-solving skills and self-efficacy of students in physics learning significantly impact their overall learning processes and outcomes. In order to address this issue, an inquiry learning model was implemented, along with the low-cost experiment tool. This learning model is designed to be valid and effective in enhancing students' problem-solving skills and self-efficacy. The research followed a non-equivalent control group design and involved 66 students to ensure the development of a high-quality learning model that meets the required standards and criteria. By utilising learning instruments, such as students' response questionnaires, problem-solving pre- and post-tests, and self-efficacy questionnaires, the focus of the physics topic in this research was the simple mathematic pendulum. The validity test results show that the learning instrument has high validity and reliability criteria, making it feasible to use in physics learning. Furthermore, the statistical effectiveness test results show that this learning model is effective in improving students' problem-solving skills and self-efficacy. As students engage in hands-on investigations and collaborate on meaningful projects, they are prompted to apply critical thinking and decision-making skills, directly contributing to the development of effective problem-solving strategies. The intrinsic motivation derived from successfully navigating the challenges of inquiry learning, coupled with the personal relevance of the content, nurtures students' confidence in their abilities, ultimately strengthening their self-efficacy as independent and capable learners. Research implies the development of innovative learning models, effectively enhancing students' PSS and SE.

An Evaluation of the Experimental Science Teaching Program for Primary Education from the Teachers’ Perspective: An Educational Design Research Journey

The concerns about ensuring scientific literacy for all are underpinned by international recommendations from organizations such as the UN and the OECD for science education. They advocate for science education from a contextualized, sequential, systematic, and active perspective on the students’ learning process, starting from the early years of schooling. It is based on these pedagogical principles that the research project the “Experimental Science Teaching Program” (PEEC) was founded. This article aims to disseminate an evaluation of the PEEC for primary education, which includes a science teaching curriculum proposal, teaching activities and resources (e.g., digital games), and assessment record instruments for learning. This program was developed using an Educational Design Research methodological approach based on iterative cycles, with the collaboration of a multidisciplinary team (e.g., teachers, researchers, and children). For a final evaluation of the PEEC components, we consulted the ten participating teachers through a questionnaire survey one year after the end of their official collaboration. The main results highlight the relevance and appropriateness of the proposals presented for the targeted age group and the assumptions and objectives of science education in terms of the curriculum, teaching resources, and digital assessment games. Teachers also mentioned continuing to use the PEEC resources after their participation in this study. These results underscore the need to expand and promote projects of this nature to contribute to more practical science education in Portugal and, consequently, to increase children’s levels of scientific literacy.

Investigation-based multiple representation online model to improve students’ problem-solving skills

Introduction. 21st-century learning requires human resources with student competencies and achievements directed at learning skills and innovations, including problem-solving skills (PSS), which are still a trend. This study aims to produce a practical and effective IBMRO Model to improve the problem-solving skills of physics education students. Study participants and methods. This research was conducted at the State University of Surabaya, Indonesia from 2022 to 2023. A sample of this research is the undergraduate students of physics education. This research is Educational Design Research (EDR). The main product was qualified as an IBMRO model to improve the PSS of physics education students. The quality of the IBMRO model was determined based on the validity, practicality, and effectiveness of the IBMRO model to improve the PSS of the physics education students. The instruments used in collecting data in this study include (1) Learning Observation Sheet (LOS), (2) Problem-Solving Skills Test Instrument (PSSTI), and (3) Student Response Sheet (SRS). LOS is used during IBMRO Model learning by two observers. Results. IBMRO model on the electrical circuit and Ohm's Law are considered effective in enhancing the PSS of physics education students. The effectiveness of enhancing the PSS is based on the following: 1) the validity and reliability of the IBMRO model in the valid criteria by the empiric test has an average validation score of 3.75, 3.80 and 3.60 for content validity and 3.80, 3.75, 3.80, 3.75, 3.80, 3.60, 3.75 for construct validity with very valid criteria. In line with this, the content validity scores of 3.85, 3.75, 3.75, 3.80, 3.85, 3.75, and 3.75, with valid criteria. Furthermore, it is concluded that the learning instruments of the IBMRO model have fulfilled the content and construct validity requirements to improve the PSS of physics education students, 2) the IBMRO model have an impact on enhancing the PSS to physics education student based on the Wilcoxon test, 3) the increase of the N-gain scores in the average to each class is 0.76, 0.77, and 0.75, can be categorized as high criteria in physics education students' PSS, and 4) physics education students' response positively to the implementation of IBMRO model in the classroom. Practical significance. This study aims to produce a practical and effective IBMRO Model to improve the problem-solving skills of physics education students. IBMRO Model Book, IBMRO Model Learning Tool, and Student Textbook have been declared valid. This research product can be used as an alternative solution to improve the problem-solving skills of physics education students.

Implementasi Evaluasi Pembelajaran Go Buya di MIS Istiqomah Perbatasan Entikong Kalimantan Barat

Cultural literacy plays a crucial role in education, not only as an effort to protect and promote local and national cultural heritage, but also as a way to shape the identity of the Indonesian nation in society. This aims to ensure that love and preservation of cultural riches is maintained. MIS Istiqomah Entikong is located on the border between Indonesia and Malaysia. The aim of implementing the Go Buya Learning evaluation for students is to improve the quality of learning and develop insight into cultural literacy, and to see the implementation of Go Buya learning through learning media using educational and interactive games in accordance with student development whose results can be measured well. The strategy used in this research service activity is the Participatory Action Research (PAR) approach. The steps taken in this service activity are (1) conducting interviews with teachers and students at MIS Istiqomah Entikong regarding Go Buya Learning (2) Preparing materials and evaluation instruments in Go Buya learning (3) Making evaluation instruments for Go Buya learning and ( 4) Implementation of assistance for activities carried out from the observation stage, implementation process and overall evaluation of Go Buya learning.

Metode Pembelajaran Matematika yang Efektif dalam Meningkatkan High Order Thinking Siswa

This examination means to test the adequacy of science learning strategies in working on understudies' more elevated level reasoning. This exploration is advancement research utilizing the ADDIE (Investigation, Plan, Improvement, Execution, Assessment) methodology. In view of the exploration results, it was reasoned that the advancement of HOTS-based learning instruments with the assistance of the issue based learning model was effective. The improvement method utilizes the ADDIE (Examination, Plan, Advancement, Execution, Assessment) technique. The approval results with parts of content reasonableness, language reasonableness, and show appropriateness got a decent reaction from the validator. Aside from that, the typical understudy reaction to HOTS issue based learning is generally excellent, and assuming that you look at understudy scores when executing HOTS issue based learning, you can see a huge increment. This implies that this learning instrument is reasonable for use to further develop understudies' HOTS capacities. The consequences of this examination are as illustration plans, LKPD, evaluation instruments as HOTS questions, and an expansion in understudies' HOTS capacities which should be visible from the aftereffects of looking at understudy scores when executing the HOTS questions. . based learning model. Aside from that, understudies become familiar with thinking at a more significant level so they can tackle each numerical issue given. The attributes of the issue based HOTS learning item being created are 1) estimating significant level abilities to reason, requiring understudy imagination in settling HOTS questions, 2) relevantly based, and 3) utilizing different types of inquiries

Microenterprises’ Ability to Repay Debt. Do Saving Literacy and Knowledge Transfer Matter?

The research STEAM educational approach in collaborative learning, Faculty of Pedagogy and Physical Culture – UNE, quantitative approach study, type of applied research, quasi-experimental design, hypothetical deductive method, population in this research the population will be made up of 78. The instrument for the dependent variable collaborative learning which was validated by expert judgment obtained an Applicable declaration, and Cronbach's Alpha reliability, with 0.702 being high reliability. Their results in the pretest that the mean found in the EG = 57.76 regular collaborative learning; CG average = 70.14 good level. In the posttest, the average of the EG = 100.88, a very good collaborative learning, the average of the CG = 72.20, a regular collaborative learning. Conclusion: STEAM educational approach significantly influences collaborative learning, Faculty of Pedagogy and Physical Culture - UNE. (In the posttest z = -6.074, p &lt; 0.05, values where the EG is favored by its average rank that is equal to (38), being evident that it is greater than the CG that obtained (13) as a result. In the posttest after the proposal, according to the Mann Whitney U statistic).

Literature Review of Implementation HOTS-Based Assessment Instruments in Learning to Write Prose Fiction in Higher Education

Competence in writing prose fiction is one of the writing competencies that Indonesian literature students must have. The higher-order thinking skills (HOTS) based fiction writing competency assessment instrument is something that cannot be separated from students' achievement of fiction prose writing competency. HOTS-based competency assessment is one of the measuring tools in the process of developing student writing competency. This research was a literature review research on the implementation of a HOTS-based fiction writing competency assessment instrument in higher education. This research used the PRISMA method. A search for relevant literature was carried out through Google Scholar database with the criteria being limited to articles published in Sinta 1-3 indexed journals in 2016-2023. 12 articles met the criteria and became material for analysis. The results of these findings indicated that the research related to learning to write HOTS-based fiction prose in higher education had not yet been carried out. The HOTS-based writing competency assessment instrument in higher education had only been used for general Indonesian language learning, it had not been used in the realm of literature learning. The findings of this systematic literature review recommended that there was a need for further research in the field of development, implementation, and evaluation of Indonesian literature learning assessment instruments, especially the development of HOTS-based fiction prose writing competency assessment instruments in higher education.